Factors influencing the acceptance of pre-recorded lecture videos through a Technology Acceptance Model (TAM) approach in ESL blended learning / Nurul Amilin Razawi, Nur Hidayah Md Noh and Nuruladilah Mohamed

With the use of technology in ESL instruction, pre-recorded lecture videos have emerged as a dynamic tool, requiring an understanding of the factors influencing their acceptance. This study examined factors influencing ESL students’ acceptance of pre-recorded lecture videos using the Technology Acceptance Model (TAM) in blended learning classrooms. The objectives of the study were to examine the variables’ influence and to investigate the relationships among Intention to Use, Perceived Ease of Use, Perceived Enjoyment, Learner-Content Interaction, and Perceived Usefulness in the pre-recorded lecture video acceptance. Convenience sampling resulted in 221 responses from Universiti Teknologi Mara Terengganu students. Data was analysed using SPSS software that involved descriptive and regression analyses. Reliability analysis indicated strong internal consistency of the questionnaire items. Analyses of correlation and coefficient of determination revealed strong, positive correlations between variables. The regression analysis emphasised the importance of engaging content by emphasising the crucial role of Learner-Content Interaction in influencing Intention to Use. Perceived Enjoyment and Perceived Ease of Use appeared as important variables, emphasising the importance of user-friendly and enjoyable pre-recorded lecture videos. The study concluded by offering a model incorporating the relationships, providing insights into the literature on ESL learners’ acceptance of pre-recorded lecture videos. Recommendations were emphasised for designing ESL instructional content particularly the pre-recorded lecture videos that are interactive, user-friendly, and enjoyable. Future research should employ various sampling methods and investigate longitudinal perspectives for a better understanding of perspectives.